Teaching Lab All Partners Report

2020-2021 Report

Background

In SY20-21, Teaching Lab administered online diagnostic and follow-up surveys of educators participating in Teaching Lab’s professional learning in order to measure growth and improvement in three different areas: 1) Educator Mindsets and Beliefs, 2) School Environment, and 3) Content and Pedagogical Content Knowledge. There were 547 educators who completed the diagnostic survey, 120 educators who completed the follow-up survey, and 34 educators who completed both.

Summary of Results

Methodology and Presentation of Results

We have provided two types of results for each section: The results in the first three columns of the table refer to the overall group averages. We provide the group average for the diagnostic and follow-up surveys as well as the percentage point change (increase or decrease) over this time. It is important to note that the group that completed the diagnostic survey and the group that completed the follow-up survey are different in size. The results in the fourth column reflect the percentage of educators who improved their responses or sustained the highest level response from the diagnostic to follow-up survey. This group of educators is the same for both surveys and is smaller in size.

Section 1: Mindsets and Beliefs

Educators were asked a series of questions about their mindsets toward instruction and students on a 5-point Likert scale from 1- Strongly disagree to 5- Strongly agree. The questions focused on four core constructs surrounding mindsets and beliefs, specifically the recognition of race and culture, growth mindsets, high expectations, and taking accountability for equitable instruction.


1
Methodological note: Mindsets and Beliefs questions were scored in the following way: for positively coded items, “1” and “2” were worth 0 points, “3” was worth 1 point, and “4” and “5” were worth 2 points. This was reversed for negatively coded items where “4” and “5” were 0 points, “3” was 1 point, and “1” and “2” were 2 points. Educators were considered to have improved if their score on the follow-up survey was higher than that of the diagnostic survey. (e.g., they responded “4” on the diagnostic and “5” in the follow-up for positively coded items, they responded “4” on the diagnostic and “3” in the follow-up for negatively coded items). Educators who responded with the highest-level responses (“4” and “5” or “1” and “2”, depending on the item) on both the diagnostic and follow-up surveys were considered to have sustained equitable mindsets, growth mindsets, high expectations, and/or accountability for equitable instruction.

     

Educators’ Averages Scores on Equitable Mindsets and Beliefs, by Survey Administration
Average Scores on Equitable Mindsets & Beliefs
% of Educators that Improved or Sustained High Scores
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
Overall score 68% 71% +3% 80%
Recognition of race & culture 33% 34% +1% 52%
Holding growth mindsets 53% 61% +8% 74%
Having high expectations and beliefs 96% 94% −2% 96%
Taking accountability for equitable instruction 92% 93% +1% 97%

1 Note: The number of observations varies between items from 116 to 547

2 n = 34

The plot illustrates educators’ average scores from the diagnostic and follow-up surveys, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease in the average scores.

Section 2: School Environment

Educators were asked about their school environment, including culture and climate on a 5-point Likert scale from 1- Strongly disagree to 5- Strongly agree. Specifically, educators were asked about trust and connectedness to other educators, their role in shaping their own professional learning, and confidence in implementing the curriculum in a way that maximizes positive impact for student learning.


2
Methodological note: Educators were considered to have positive perceptions if they responded “4” or “5” on the scale. They were considered to have improved on an item if their response on the follow-up survey was at least one response higher than the diagnostic response (e.g., they responded “3” on the diagnostic and “4” on the follow-up). Educators who responded with the highest-level responses (“4” or “5”) on both the diagnostic and follow-up surveys were considered to have sustained positive perceptions.

     

Educators’ Perceptions of School Culture and Climate, by Survey Administration, by Survey Administration
% of Educators with Positive Perceptions of School Culture and Climate
% of Educators that Improved or Sustained Positive Perceptions
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
Overall score 66% 64% −2% 84%
Trust in fellow teachers 83% 72% −11% 88%
Connectedness to fellow teachers 75% 70% −5% 90%
Have influence over professional learning 36% 38% +2% 67%
I am confident that I am implementing the curriculum in a way that maximizes positive impact for student learning 68% 74% +6% 90%

1 Note: The number of observations varies between items from 109 to 440

2 n = 29

The plot illustrates the shifts in educators’ reported culture and climate, which corresponds to the information in the first three columns of the table. Orange represents the percentage of educators with positive perceptions in the diagnostic survey, and blue represents the percentage in the follow-up survey. The arrows represent the directionality, showing an increase or decrease in the percent of educators who agreed or strongly agreed with the items.

Section 3: Content and Pedagogical Content Knowledge

Educators were asked a series of questions about their knowledge of instructional shifts and evidence-based instructional practices in their content area.

Section 3a: ELA Content and Pedagogical Content Knowledge

In ELA, the questions focused on seven core constructs, as shown in the table.

Educators’ Average Scores on ELA Content and Pedagogical Content Knowledge, by Survey Administration
Average Scores of Educators with ELA Content & Pedagogical Content Knowledge
% of Educators that Improved or Sustained High Scores
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
Overall score 59% 66% +8% 72%
ELA instructional shifts 51% 58% +6% 64%
Fluency 52% 58% +7% 65%
Text complexity 58% 73% +15% 79%
Close reading 66% 72% +6% 76%
Building knowledge 52% 67% +15% 74%
Supporting students with unfinished learning 68% 70% +2% 72%

1 Note: The number of observations varies between items from 69 to 408

2 n = 10

The plot illustrates the shift in educators’ average scores for ELA content and pedagogical content knowledge, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease of average scores.

Section 3b: Math Content and Pedagogical Content Knowledge

In Mathematics, the questions focused on four core constructs, as shown in the table.

Educators’ Average Scores on Math Content and Pedagogical Content Knowledge, by Survey Administration
Average Scores of Educators with Math Content & Pedagogical Content Knowledge
% of Educators that Improved or Sustained
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
Overall score 60% 63% +3% 69%
Math instructional shifts 53% 53% +0% 62%
Equitable Math Instruction 72% 78% +6% 82%
Supporting students with unfinished learning 65% 72% +7% 75%
Effective Teaching Practices 56% 54% −1% 60%

1 Note: The number of observations varies between items from 51 to 129

2 n = 24

The plot illustrates the shift in educators’ average scores for Math content and pedagogical content knowledge, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease of average scores.

Section 4: Teacher Observations by Administrators

Coaches, leaders, and/or administrators were asked about the areas they focus on when observing teachers in general and also whether they observe differences in teaching practices between teachers who have participated in Teaching Lab professional learning and teachers who have not.

First, coaches, leaders, and/or administrators were asked whether they focus on the following areas when observing teachers: The lesson is focused on a high-quality text or task. The questions and tasks address the analytical thinking required by the grade-level standards. All students have opportunities to engage in the work of the lesson.

Observation Practices of Coaches, Leaders, and Administrators, by Survey Administration, by Survey Administration
% of Coaches, Leaders, and Administrators who Agreed or Strongly Agreed
% of Educators that Improved or Sustained
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
When observing teachers, I focus on…           Overall score 91% 85% −6% 91%
Whether the lesson is focused on a high-quality text or task 89% 82% −7% 91%
Whether the questions and tasks address the analytical thinking required by the grade-level standards 89% 91% +2% 91%
Whether all students have opportunities to engage in the work of the lesson 94% 82% −12% 91%

1 Note: The number of observations varies between items from 11 to 107

2 n = 4

The plot illustrates the shifts in coaches, leaders, and/or administrators’ reported observation practices, which corresponds to the information in the first three columns of the table. Orange represents the percentage who always or almost always focus on these aspects in the diagnostic survey, and blue represents the percentage in the follow-up survey. The arrows represent the directionality, showing an increase or decrease in the percent of educators who always or almost always focus on these aspects.

Coaches, leaders, and/or administrators were also asked to compare teaching practices between Teaching Lab participants and non-Teaching Lab participants in the follow-up survey. They were asked about the same three areas above.

Differences in Teaching Practices between Teaching Lab Participants and Non-participants, as Reported by Coaches, Leaders, and Administrators
TL Teachers1 Non-TL Teachers1
The lesson is focused on a high-quality text or task 100% 55%
The questions and tasks address the analytical thinking required by the grade-level standards 82% 0%
All students have opportunities to engage in the work of the lesson 73% 9%

1 n = 11

The graph illustrates the differences in teaching practices between teachers who have participated in Teaching Lab professional learning and teachers who have not, as reported by the coaches, leaders, and/or administrators.

Section 5: Lab Leaders

Lab Leaders were asked about their engagement in different activities, such as leading professional learning, leading PLC meetings, coaching teachers, sharing information and resources, and improving their own instructional practices.

% of Lab Leaders who engaged in the activity1
Improved my own instructional practice 33%
Led PLC meetings for teachers 17%
Coached teachers 50%
Shared information or resources with teachers 50%

1 n = 6

The graph below illustrates the Lab Leaders participation in different activities.

Section 6: Student Work

Student work has been analyzed to see if there was a difference in outcomes following the implementation of professional learning. The following figures illustrate that difference.

Section 7: Participant Feedback

Looking at participant feedback from All Partners we see good scores across the board:

Teaching Lab Performance on Participant Feedback Questions for All Partners
How Likely Are You To Apply This Learning To Your Practice In The Next 4-6 Weeks? I felt a sense of community with the other participants in this course even though we were meeting virtually. This course helped me navigate remote and/or hybrid learning during COVID-19. % Who Say Activities Of Today's Session Were Well-Designed To Help Me Learn S/He Effectively Built A Community Of Learners
89% 90% 67% 68% 91%

Finally, looking at the textual feedback from participants we also see a lot of positive feedback, even when people are giving tips for improvement

Comments on what Went Well
Quotes

"The facilitators ability to answer our questions and seek
out answers if she did have the answer."

"The activities that repeatedly brought us back to do our own
close reading of the texts. The questions we were asked were
thoughtful and rigorous. The workshop in general utilized
the same protocols and supports that we are expected to
use in the EL curriculum with our students. I made many
connections between the work that we did and the work our
students will do."

"The use of breakout rooms to foster peer conversations and
time to dig deeper into content."

"The breakout rooms, after having independent time to work ,
were helpful. Discussing everyone's experiences is great!"

"Everything. While it would be ideal to be face to face, the
instructional format of today provided meaningful learning."

"Lots of opportunities to engage in using the actual tools
and experience the learning we might want to do with
teachers."

"The communication went very well. The instructors presented
the material and allowed for us to share and ask questions.
If the instructor did not know the answer to a question,
they eagerly sought out the answer."

"the interaction and sharing of idea with different
colleagues. Found the break out rooms to be very helpful."

"Time to discuss with others, time to look over future
lessons to start implementing these new strategies"

"The opportunity to learn, think or work independently and
then collaborate with with my colleagues."

Comments on Improving Experience
Quotes

"Given the fact that this was a three week summer bootcamp
- I wasn't expecting much feedback from the facilitators
- but it would have been nice to receive individualized
comments related to some of the responses and work that was
submitted."

"Some of the breakout rooms aren't very productive as many
peoples internet is makes them glitchy, some people don't
want to share, etc."

"Faster internet and a device that did not fizzle out when
too many people were on the Zoom....chromebook hell."

"additional time spent focusing on the EL curriculum such as
the text - assessments and new materials."

"My technological meltdowns detract from my experiences.
i.e. I must have made a mistake. I guess Mandi was the only
facilitator. I couldn't find Ryan's name who was excellent
also. These type of issues upset me. It gives me insight as
to how a student must feel who struggles."

"3:30 start time. Bus duty and announcements always interfere
with the beginning of class."

"Two hours was a lot of time to devote to class after being
in my seat in a zoom meeting with kids all day. Maybe more
sessions that are shorter"

"At times it was difficult to navigate between the materials
during break out rooms. It would have been more beneficial
to provide breakout room materials to participants prior to
the zoom call."

"I thoroughly enjoyed this experience. If I were to be
hypercritical, while some specific feedback was indeed
provided to teachers, I guess more individualized feedback
to teachers could've improved the course."

"How this learning directly impacts my students on reading
IEPs. I understand this learning is for all students I work
with; however, would love to know more about how I can best
support those learners as well."

Additional Comments
Quotes

"Instructors should know in advance what materials the
teachers actually have access to and remember, you have been
navigating this material for a long time and we haven't.
Nothing worse than struggling to find something that
someone telling you how easy it is to find, to make you feel
inadequate."

"The training is definitely beneficial for all teachers
regardless of one's years of experience."

"It has been extremely helpful. The right learning and the
right time for me and my district."

"Thank you for being so well planned and for considering our
feedback when developing the structure of the day. It's hard
to keep people motivated for an entire day of PL, but you do
a nice job of balancing everything to keep us engaged."

"I hope to participate in this type of course again because
it was well -structured and engaging. We need more equity in
teaching and the world really."

"I really enjoyed the course. It has helped to build my
confidence in helping my students to learn."

"Definitely time well spent. Thanks to all who made this
happen for us in Fort Dodge."

"I taught GB last year, but did not have the introductory
boot camp until this one. This made all the difference.
Oddly though, the content of these sessions made more sense
because I did already have experience with GBs."

"I worked all summer to learn the ins and outs of the program
and this class made it come alive. It is also frustrating
that I will not be developing this with the K-4 staff but
will actually return to 20 years ago by teaching grade 7. I
wonder if I should try to institute this on my own."


  1. Methodological Note 1↩︎

  2. Methodological Note 2↩︎

 

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